Teaching and learning effective reflective practice for learning at work: Evaluating delivery and application of the STOP tool

Authors

  • Matthew Muscat-Inglott Malta College of Arts, Science and Technology, Malta

Keywords:

experiential learning, workplace learning, informal learning, reflective practice, reflection tools, reflecting in action, thinking in action

Abstract

This paper explores the design, delivery and evaluation of a new bespoke reflection tool for enhancing informal learning in the workplace via reflection in and on action, as part of an undergraduate reflective practice course component. The rationale underlying the tool is presented first, followed by the results of a mixed-methods study evaluating its delivery and application in practice. Although consistently overestimating their ability to do so, participants ultimately demonstrated only a moderate degree of success in their application of the tool, and experienced greater challenges applying it specifically for reflection in, as opposed to on, action. Favourable reports on the general usefulness of the tool, and various suggestions for improving it were made. The tool is finally presented as a promising resource in the context of longer-term scaffolded interventions for more effective teaching and learning of reflective practice in a wide range of higher education settings.

Downloads

Download data is not yet available.

Downloads

Published

2020-09-01

Issue

Section

Articles

How to Cite

Teaching and learning effective reflective practice for learning at work: Evaluating delivery and application of the STOP tool. (2020). Journal of University Teaching and Learning Practice, 17(3). https://open-publishing.org/journals/index.php/jutlp/article/view/402